The present research aimed to determine the possible effect of multimedia use in English classes on the development of EFL learners’ self-concept. For this purpose, 80 EFL students were selected through covariance sampling from among all the male high school English students in Ahvaz and were equally divided into an experimental group (n=40) and a control group (n= 40). To collect the needed data for the aims of the study, Chen & Thompson (2004) self-concept questionnaire was employed. Then, based on the quasi-experimental, pre-test, and post-test methods of the study, the elicited data were analyzed using descriptive statistics and covariance analysis. The obtained results showed that using multimedia in instruction has a significant impact on EFL learners’ self-concept. These findings have some implications for teaching English as a foreign language. First, the use of up-to-date multimedia technology needs to be encouraged more than before in schools, language institutes, and universities. Second, teachers’ interest, readiness, and expertise to use multimedia facilities need to be evaluated before appointing them as English language instructors. Finally, suitable grounds for the implementation of multimedia technology should be provided in educational setting. تفاصيل المقالة

The purpose of the present study was to investigate the impact of multimedia use in Class on EFL Learners’ educational motivation and academic performance. For this purpose, 80 EFL Learners were selected through cluster sampling method and randomly divided into two experimental groups and a control group, each with 40 students. Harter's (2005) academic achievement motivation questionnaire and researcher-made academic performance questionnaire were used. The research method was quasi-experimental and the data were analyzed using SPSS software version 23. In this study, the statistical method of analysis of covariance was used. The results of the ANCOVA analysis showed that the effect of multimedia teaching method on the academic motivation of learners in Ahvaz after removing the effect of the pre-test (F = 4.69) was significant. Also, the effect of multimedia teaching method on the academic performance of learners after removing the effect of the pre-test (F = 9.56) was significant. The findings of the present study provide some directions for the improvement of the EFL learners’ academic performance by utilizing the benefits of multimedia teaching instruction in a classroom setting. تفاصيل المقالة